| "body"> | | | | it. They would, by implication, KNOW what to |
| The Situation - Career Prospects And | | | | expect to see in the manger AFTER s/he has |
| Expectations | | | | been in that position for a defined period. If s/he |
| "Destiny is not a matter of chance but of choice. | | | | displays evidence of having acquired the expected |
| Not something to wish for, but to attain" - | | | | competencies, it would be a sign for management |
| Williams Jennings Bryan | | | | to proceed to the next stage of his/her |
| 1. New/Young employees often come in with high | | | | developmental plan. It would also be confirmation |
| expectations but sometimes encounter harsh | | | | to decision makers, that efforts to help him/her |
| realities when things don't go as the expected. | | | | develop are unlikely to be wasted. |
| They wonder what it would take to succeed in | | | | "The Lessons of Experience" - GET THIS BOOK |
| the organization, but find no one ready to tell | | | | AND USE IT! |
| show them. Some search for help from bosses | | | | A management research publication that I |
| seniors, books etc. Others give up. | | | | consider too authoritative and practically relevant |
| 2. Old/Experienced employees have been around | | | | to ever become dated or obsolete for application |
| for a while/passed through the phases being | | | | is: "The Lessons of Experience" by Morgan McCall |
| undergone by New/Young ones. As a result, | | | | Jr., Michael Lombardo and Ann Morrison(Lexington |
| some are highly enthusiastic, because things | | | | Books, 1988 - ISBN 0-669-18095-5). It is a |
| worked out, while others are frustrated. Each | | | | published study of the careers of about 200 highly |
| person's state of mind affects the way he does | | | | successful corporate executives which revealed |
| his/her job. And they also bring their "Attitudes" | | | | that virtually all of them attributed their |
| to bear in their interaction with new/young | | | | achievement of significant workplace successes to |
| entrants. | | | | the daily, on-the-job experiences and challenges |
| 3. The Decision Maker/Organisation has a vision - | | | | they had -especially those which required them to |
| the achievement of which will depend mainly on | | | | succeed at the first attempt, at things they were |
| the performance of the workforce. Some | | | | previously UNFAMILIAR with. |
| decision makers therefore pay attention to | | | | Yes, I know it's been almost 2 decades since this |
| building and maintaining employee "morale". Others | | | | book was published. However I also KNOW from |
| don't. | | | | reading it, that EVERY single chapter in it contains |
| The Problem Identified | | | | extremely valuable insight - timeless experience |
| Some oganisations simply send employees on | | | | based wisdom - for the successful development |
| routine training. They neglect to investigate what | | | | of management talent in ANY organisation. |
| an individual employee's REAL developmental need | | | | Wisdom, that a decision maker who wants results |
| is. Many times, this requires involving the | | | | would find invaluable. |
| employee - else the training expenses and time | | | | Take it from me. It does not matter how many |
| resources committed towards making it happen | | | | new management fads have come up since when |
| will end up effectively wasted. | | | | this book was published. If you have not read this |
| The need to be a "meaningful specific": Most | | | | book, you are unlikely to be doing ALL that you |
| employees fail to realize they are primarily | | | | can, as well as you have the resources for, to |
| responsible for their own development. They wait | | | | get the most out of your employees! |
| on the organisation - and end up losing out.b. | | | | Why am I so sure? Well, I owe quite a lot of the |
| Developing the new &/or experienced | | | | significant career achievements I recorded, in |
| Managers: Does employee training really work? | | | | relatively short space of time, while in paid |
| Organisations fail to evaluate employee training by | | | | employment to my application of the ideas |
| measuring performance - post training - for | | | | contained in this book for myself. And that's the |
| improvement. So, many times, they waste | | | | other thing that makes the book a must-have. It |
| money, since the desired improvements are often | | | | actually provides, for the individual employee as |
| not achieved. | | | | well, inspiration and plenty of relevant advice on |
| Is it the number of training courses someone | | | | how to make the most of workplace |
| attends (and where!) that determines if she/he will | | | | assignments and develop skills to deliver |
| become a "high-flyer"? Or is it the learning impact | | | | satisfactory performances consistently. |
| of the developmental experiences afforded that | | | | 2. Get Buy-In Of Senior Executives - Their |
| person? Does it always have to be a training | | | | "buy-in"/commitment is crucial. They, all through |
| course? Why not a coaching session with an | | | | the cadres of management leadership, must show |
| experienced other, or an external consultant. | | | | - consistently - a clear commitment to sustaining |
| What about regular cross-training secondments?c. | | | | whatever initiatives the organisation chooses to |
| The "Mental Attitude" of many employees: What | | | | promote for adoption by employees. If this does |
| should qualify you for promotion, salary increases | | | | not happen, very little will be achieved. |
| or secondment opportunities? Is it your "number | | | | 3. Concentrate More On In-House Training |
| of years in service" or the number of certificates | | | | Sessions. Why send another group of employees |
| degrees you have? Or should you be looking at | | | | out to attend a training course, when a |
| how much you have improved in your ability to | | | | competent, experienced employee who has |
| do your job? | | | | attended the course (and has shown evidence of |
| Would you develop stage fright if asked to do | | | | improvement on her job) is available? Apart from |
| your boss' job for 24 hours while he/she goes | | | | being familiar with the peculiarities of the working |
| away on a sudden trip? If yes, why not learn all it | | | | environment of her colleagues, such an employee |
| takes to do THAT job now, by working more | | | | would also be able to develop case studies by |
| closely with/studying your boss? That way, when | | | | drawing from her personal experiences. These |
| the opportunity comes, you'll perform well enough | | | | she could then use in giving illustrations, which the |
| to get recommended - and promoted.d. Absence | | | | others are likely to be familiar with - and able to |
| of a culture of "sharing": Some people are scared | | | | relate to. The learning experience will consequently |
| of sharing what they know with others, because | | | | become more real/successful. |
| they think it will make those they share with | | | | Projects based in-house employee training could |
| exceed them in performance. Is it wise for you | | | | be considered. In this case, a group of employees |
| to teach others around you what you know? | | | | is made to learn by working together in |
| Does "sharing" your knowledge with others in | | | | multidisciplinary teams on real-life problems drawn |
| anyway help YOU to progress? | | | | from their working environment. This kind of |
| What happens when the older/more experienced | | | | approach will ultimately result in a learning |
| people fail to share with the newer/younger | | | | atmosphere that enables the organisation identify |
| ones? One thing at least: the organization loses | | | | discover and fully utilise "trapped" pockets of |
| suffers. Avoidable mistakes are repeated. People | | | | experience and workplace "wisdom". |
| continue to have longer - instead of shorter - | | | | 4. Encourage A Self-Development Oriented |
| learning curves. There is needless negative | | | | Reading/Thinking Culture. The employee must be |
| competition, which ultimately leads to politics, bad | | | | made to understand and appreciate the fact that |
| blood = LOW MORALE = POOR | | | | s/he is ultimately responsible for his/her career |
| PRODUCTIVITY.e. Decision Makers Must Lead! | | | | development. The organisation will however also |
| Who sets the example for others to follow? If | | | | need to create an environment that stimulates, in |
| leaders outlaw the habit of "Knowledge-Hiding", | | | | the employee, a sustainable interest in taking |
| and promote the active exchange of ideas | | | | control of his/her development. |
| knowledge, with frequent, open recognition of | | | | A good library well stocked with relevant books, |
| individual contributions, would things be better? I | | | | magazines etc all loaded with up-to-date |
| say YES. | | | | information, will not get visited, if employees are |
| The Alternative Proposed - Specific Actions That | | | | not made aware of the existence and availability |
| Organisations Can Take To Boost Employee | | | | of its contents. Employees should also be |
| Productivity/Job Satisfaction: | | | | encouraged to purchase useful ("How To") books |
| 1. Deliberate Exposure To Developmental Job | | | | and do it yourself tools (e.g. Typing Tutor CD, |
| Experiences: What can an organization do to | | | | Presentation Skills Tutor CD etc). The role of the |
| ensure an enabling environment is created for her | | | | Internet as a POWERFUL, yet highly |
| employees to continuously deliver exceptional | | | | cost-effective learning resource for personal |
| performances on the job? | | | | development cannot be over-stated. |
| Organisations' decision makers need to do MORE | | | | Decision makers/leaders, who are in a position to |
| careful thinking so as to discover better ways to | | | | influence, should themselves set the example by |
| provide job-based developmental experiences for | | | | adopting a healthy reading/thinking habit. Among |
| their employees in a more deliberate and | | | | other things, they can take time to stimulate the |
| constructive manner. Numerous successful career | | | | thoughts and interests of their reports by sharing |
| persons interviewed on the "secrets" of their | | | | insight they get from reading. Before long the |
| successes, have repeatedly acknowledged their | | | | culture will spread across the departments and |
| on-the-job experiences - both good and bad - as | | | | the organisation as whole with very noticeable |
| having had the greatest impact on their | | | | benefits. |
| development. | | | | There is of course the need to strike a balance |
| It is instructive to note - and I can confirm this | | | | between reading, and reflection on what is read. |
| based on my personal experiences, and | | | | This last point underscores the fact that reading |
| observations while in paid employment - that | | | | should not happen without proper evaluation of |
| certain types of jobs offer MORE potent | | | | the information/knowledge encountered prior to |
| developmental benefits for employees than | | | | its application. |
| others. A company that seeks to help employee | | | | "Reading without thinking gives a disorderly mind, |
| develop fully, would therefore be wise to take | | | | and thinking without reading makes one |
| time to identify such jobs, and structure the | | | | unbalanced" - Confucius |
| development of her employee talent/pool around | | | | 5.Use Job Secondments More Consciously - And |
| them. For instance, depending on the organisation's | | | | Deliberately - For Development. This is partly |
| intended career destination for a particular | | | | related to the first point raised in a. above. |
| individual s/he would need to be put into jobs that | | | | Secondment of employees to higher or parallel |
| offer experiences which challenge the employee | | | | positions to the one they are already familiar with, |
| to develop competencies that give him/her a | | | | could be better utilised to develop them. One thing |
| better chance of succeeding. | | | | that might need to be done is for the organisation |
| ONE EXAMPLE: Line Managers Are Potential Top | | | | to make every employee realise that going on |
| Executives/Managing Directors | | | | secondment is not an end in itself, but a means to |
| Some people start out as line mangers with | | | | an end. In other words, going on secondment is |
| responsibility for managing large workforces, to | | | | meant to be a developmental move. |
| meet challenging output goals within tight deadlines. | | | | Further, upon completion of the acting |
| And they go on to excel in the role. If they go on | | | | assignment, the boss to whom the seconded |
| to demonstrate a capacity to adapt to staff | | | | employee reports needs to challenge him on what |
| executive roles, where softer skills and tasks | | | | learning he picked up. In fact, it has been |
| delegation take priority, they are likely to achieve | | | | recommended that upon returning from such |
| rapid career advancements, and eventually, | | | | secondment the employee should be made to |
| occupy top positions in the company. | | | | take a short break to reflect on his experiences, |
| Line management roles (e.g. shift duty | | | | and submit a written report upon returning to |
| management of a bottling line workforce) build | | | | work. |
| mental toughness, quick thinking, inside knowledge | | | | Nothing helps to cement learning achieved from |
| of what happens in the lower cadres, and other | | | | experience better than a review via personal |
| qualities that facilitate leading assertively at the | | | | reflection. During this activity, all actions carried out |
| corporate level. | | | | during the secondment are evaluated on their |
| All the time I spent in my last workplace(a | | | | own merit, and decisions reached by the |
| fast-paced multinational manufacturing company), I | | | | employee on how she would behave when |
| noticed - for instance - that virtually every single | | | | confronted with similar challenges in future. |
| HR Manager(and even the Organisational | | | | 6. "Experience Sharing" By Older/Experienced |
| Development Manager, one step above the HR | | | | Employees With Newer/Younger Ones. This can |
| Manager) that was appointed had - at some point | | | | be done with a view to shortening the latter's |
| early on in his/her career - been a shift brewer. | | | | learning curve - and is strongly recommended. For |
| The shift brewer's job in that company typically | | | | those who had the opportunity of living with aged |
| involved supervising brewing operations on an | | | | parents or grandparents and elders, the value of |
| eight hour shift, while doubling as responsible | | | | key life learnings picked up from those who |
| manager for other operatives across the entire | | | | experienced them will remain immeasurable. |
| brewery - especially on night shifts, and public | | | | We sometimes hear people talk about some |
| holidays. | | | | young man or woman having an "old head on his |
| It is my considered opinion, that the experiences | | | | her young shoulders". Most times, such person(s) - |
| gained in taking complex, sometimes delicate | | | | when asked - attribute the qualities for which |
| decisions, and handling people belonging to | | | | they have been acknowledged, to the time they |
| different work groups across the brewery, | | | | spent with older persons while they grew up. |
| effectively prepare managers who are lucky to | | | | The foregoing makes it clear that it would be |
| work as Shift Brewers, to function in the role of | | | | more profitable to get older/experienced |
| an HR Manager etc quite well. | | | | employees to share what they know, with |
| One reason why I am so sure about this is that | | | | younger/less experienced ones, so the latter can |
| that I excelled in virtually every position I was | | | | leverage that knowledge to deliver satisfactory |
| assigned, from the time I started work in the | | | | productivity, with less effort, at less cost(to the |
| company as Shift Brewer till I voluntarily quit as | | | | company - especially in terms of mistakes on the |
| Technical Training And Development | | | | job) and in less time. |
| Manager(TTDM) - by which time I had also | | | | Summary |
| successfully acted(within 6 months of being | | | | Any organisation that can commit to a sustained |
| promoted TTDM), as Production Manager i.e. | | | | application of the strategies outlined above - in |
| departmental head. I was able to do most of this | | | | conjunction with the use of many practically |
| by drawing on many challenging experiences I had | | | | relevant insights available from the reference |
| successfully undergone in the course of working | | | | book I described earlier ("The Lessons Of |
| as a duty shift brewer. It's one job that I would | | | | Experience" by Morgan McCall Jr., Michael |
| recommend highly for its management talent | | | | Lombardo and Ann Morrison) is quite likely to |
| development potential. | | | | boost her employees' productivity and job |
| A company that is able to identify what | | | | satisfaction, without necessarily having to |
| competencies a particular job can build in an | | | | continually increase salaries or offer other |
| individual, can therefore be more deliberate in | | | | "traditional" incentives. |
| assigning their employees with noticeable talent to | | | | |